EFFECTIVENESS OF THE INTERACTIVE SCAFFOLDING COLLABORATIVE LEARNING APPROACH ON THE READING COMPREHENSION OF STUDENTS

English Language Teaching

This study evaluated the effectiveness of the Interactive Scaffolding Collaborative Learning Approach (ISCLA) in enhancing the reading comprehension skills of 28 Grade 11 students at Langgawisan National High School, Davao de Oro. Utilizing a quantitative research design with a one-group pretest-posttest method, the study measured student performance across four key domains: literal understanding, inference-making, text structure analysis, and critical evaluation. Additionally, it assessed students’ perceptions regarding the usefulness and engagement level of the approach. Prior to the intervention, results showed that students’ reading comprehension performance was at the nearing mastery level. Following the implementation of ISCLA, a notable improvement was observed, with students reaching a higher mastery level. Statistical analysis revealed significant differences in overall performance, particularly in text structure analysis and critical evaluation areas associated with higher-order thinking skills. While improvements were also recorded in literal understanding and inference-making, these gains were not statistically significant. Moreover, students reported positive perceptions, viewing ISCLA as an effective and engaging learning strategy. The study found that ISCLA is a valuable method in English Language Teaching, effectively boosting reading proficiency, especially in advanced comprehension skills. It is recommended that educators integrate this approach into instruction to enhance learning outcomes. School administrators are likewise encouraged to provide necessary support and resources to ensure its successful implementation in schools.

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